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Pedagogical Strategies to Facilitate Academic English Writers in Korean University Writing Classes
Huh, Seonmin(허선민),Jong, Youngkyong(정영경) 새한영어영문학회 2016 새한영어영문학 Vol.58 No.3
This study explores native English speaking teachers (hereafter NESTs)’s pedagogical strategies in L2 writing in a Korean university context. Nine NESTs who teach intermediate sophomore writing classes participated. Their writing classes were observed for two consecutive semesters and were videotaped. The study identified four main strategies employed: error correction for sentence-level accuracy, explicit knowledge transmission, thinking aloud strategy with demonstration, and free writing. The most popular pedagogical strategies were providing oral feedback on students’ accurate grammar at the sentence-level, and explicitly articulating what students should consider when organizing paragraphs and writing a thesis statement. Further, NESTs used the structural approach even when there are other available pedagogical strategies. Lastly, the study revealed that the think-aloud technique and free writing technique contributed students to work on fluent writing skill.
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Rethinking the Teacher-dominant IRE/IRF Sequences as a Resource for EFL Speaking Classes
허선민(Seonmin Huh) 팬코리아영어교육학회(구 영남영어교육학회) 2023 영어교육연구 Vol.35 No.2
The purpose of this study is to investigate how teacher-dominant interactions open possibilities for low-intermediate university students' learning in speaking classes. The traditional body of research and the current updated research on the IRF sequence report on the lack of student participation, limited use of authentic language, inflexibility, and over-reliance on teacher feedback when Sinclair and Coulthard’s (1975) interaction initiation-response-teacher evaluation or feedback (hereafter, IRE/ IRF) is one of the dominant forms of class interaction. A case study research design was implemented to learn about how two professors’ dominant interactions relate to students’ learning and meet the goals of their speaking class objectives. Four weeks (36 hours) of six speaking classes taught by two native English-speaking professors have been observed and video- recorded. The recurrent patterns of IRE/IRF have been documented and documented in the context of their learning objectives. The findings showed that teachers can teach the use of authentic language and encourage students’ participation by strictly following the IRE/IRF sequences. The IRE/IRF sequences were useful when the teacher’s initiation was meaning-oriented and when requiring students’ output for fluency practices. The teacher feedback functioned as positive feedback, increasing students’ accurate understanding of their tasks and authenticating their language use better. Educational implications were discussed. (204 words)
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A Journey of an African American’s Korean as a Second Language Learning in the Korean Community
Ella Kidd(엘라 키드),Seonmin Huh(허선민) 한국콘텐츠학회 2017 한국콘텐츠학회논문지 Vol.17 No.6
본 연구는 아프리카계 미국인 학생의 한국에서의 성공적인 제 2 언어 학습 경험을 조사하였다. 한국에 많은 다문화 가정들이 있지만, 아프리카계 미국인 학생들의 제 2 언어 학습에 관한 연구는 부족하다. 과거에, 몇 몇 미국 연구자들은 아프리카계 미국 학생들을 학습부진아들로 분석하였지만, 그들의 제 2 언어 학습의 성공적인 사례에 대한 보고는 거의 없다. 질적 연구 방법론을 사용하여, 본 연구자들은 메리라는 한 아프리카계 미국인 여학생을 인터뷰하고 관찰조사 하였다. 또한, 메리의 어머니, 선생님, 그리고 친구들을 인터뷰하여, 메리의 한국어 발달에 대하여 조사하였다. 연구 결과로 메리의 한국어 화자로서의 노력은 가족, 한국사회, 그리고 친구들의 도움으로 이루어졌다. 메리는 언어 발달에 있어서 특별한 사회적 조직적 지원들을 경험했음을 또 한 묘사하였다. 본 연구는 한국에 있는 다문화 학습자들 교육에 대한 교육적 시사점을 논의하고, 아프리카계 미국인 학습자에 대한 부정적인 편견을 극복할 수 있는 가능성에 대하여 토론하였다. This case study examines the experiences of an African American student’s successful second language acquisition in Korea. There is an increasing number of multicultural families in Korea; but few research on African American students’ second language learning. In the past, some American researchers have analyzed African American students as academic underachievers for learning and there is a scarcity of research on African American students’ successfully acquiring a second language. With this qualitative research design, the researchers interviewed, and observed an African American girl named Mary. The researchers also interviewed Mary’s mother, teacher, and peers about Mary’s Korean language development. The results of this study revealed Mary’s determined efforts to become a fluent Korean speaker with support from family, community and friends. Mary underwent unique social and systematic supports for her language development. This paper concludes with the educational implication for multicultural language learners in Korea and the possibility to diminish the common stereotypes of African Americans as underachievers.
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Use of extended conversation to enhance vocabulary knowledge in English for employment classes
James Matthew(James Matthew ),Frank Bennett(Frank Bennett ),허선민(Seonmin Huh) 팬코리아영어교육학회(구 영남영어교육학회) 2022 영어교육연구 Vol.34 No.3
Many English for Specific Purposes (ESP) programs focus on students’ oral proficiency and lack the content needed to assist students to develop lexical compilation for use in real workplace contexts. The current study will build upon the existing literature by developing pedagogy to assist students in their workplace readiness, focusing on a strong practical command of relevant English vocabulary. The research focuses on the pedagogy two professors incorporated in their English for employment courses, when teaching employment-related concept vocabulary. A qualitative case study of two foreign professors in the department of English in two Korean universities guided the current study. Pre-made recorded video lectures, live online class sessions with students, lesson plans and class materials were collected for data analysis. The study then focused on determining representative patterns in the professors’ teaching methods. Pedagogy that extended career specific concept vocabulary into authentic English conversation with three main steps was found. Firstly, students were taught concept vocabulary. Secondly, the vocabulary was then combined in speaking activities where students not only had to solve scenarios but also were required to expand on the given forms of words and language expressions. Lastly, the students had extended authentic conversations in English, using the target concept vocabulary learnt. Educational implications have been discussed. (211 words)
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